Workshops for Leaders of Independent Colleges and Universities. As CIC staff traveled around the country—and later reflected upon the entire series of workshops—we were most struck by the enormous amount of creativity and innovation taking place on member campuses. Feedback from workshop participants also made it clear that they were especially energized by learning about the programs and strategies developed by their colleagues at other CIC institutions. Our hope in these pages is to bring some of that energy and many of the innovative examples to the broader CIC membership so that the wisdom of the workshops can be shared with those who did not have the opportunity to participate in the actual meetings.
The instructor can use this feedback to inform instruction, such as speeding up or slowing the pace of a lecture or explicitly addressing areas of confusion.
How familiar are students with important names, events, and places in history that they will need to know as background in order to understand the lectures and readings e.
How are students applying knowledge and skills learned in this class to their own lives e. To what extent are students aware of the steps they go through in solving problems and how well can they explain their problem-solving steps e.
How and how well are students using a learning approach that is new to them e. Using Specific Types of CATs Minute Paper Pose one to two questions in which students identify the most significant things they have learned from a given lecture, discussion, or assignment. Give students one to two minutes to write a response on an index card or paper.
Collect their responses and look them over quickly. Their answers can help you to determine if they are successfully identifying what you view as most important.
Muddiest Point This is similar to the Minute Paper but focuses on areas of confusion. Problem Recognition Tasks Identify a set of problems that can be solved most effectively by only one of a few methods that you are teaching in the class. Ask students to identify by name which methods best fit which problems without actually solving the problems.
This task works best when only one method can be used for each problem. Documented Problem Solutions Choose one to three problems and ask students to write down all of the steps they would take in solving them with an explanation of each step. Consider using this method as an assessment of problem-solving skills at the beginning of the course or as a regular part of the assigned homework.
Directed Paraphrasing Select an important theory, concept, or argument that students have studied in some depth and identify a real audience to whom your students should be able to explain this material in their own words e. Provide guidelines about the length and purpose of the paraphrased explanation.
Applications Cards Identify a concept or principle your students are studying and ask students to come up with one to three applications of the principle from everyday experience, current news events, or their knowledge of particular organizations or systems discussed in the course.
Student-Generated Test Questions A week or two prior to an exam, begin to write general guidelines about the kinds of questions you plan to ask on the exam. Share those guidelines with your students and ask them to write and answer one to two questions like those they expect to see on the exam.
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